K-12 AI curricula: A mapping of government-endorsed AI curricula（Ⅰ）译题 K-12人工智能课程：政府认可的人工智能课程图谱（一）

Product by UNESCO （United Nations Educational， Scientific and Cultural Organization） 联合国教科文组织

第一份关于K-12（学前教育至高中教育的基础教育阶段）人工智能课程全球状况的报告，意在开发有效的支持工具和框架来促进青少年人工智能素养的发展。

Introduction

A diverse range of AI technologies are currently in use internationally， and there is a growing recognition of the importance of AI in the context of labour and in terms of its impact on everyday life. The impact of AI technology is not limited to the workforce. AI has profound implications for culture， diversity， education， scientific knowledge， and communication and information， especially insofar as they concern peace， sustainability， gender equality， and the specific challenges of Africa.

This report contributes further to the understanding of AI in K-12 education， in particular the ways in which students are currently being prepared for life and work in the AI era， by providing an analysis of the global landscape of government-endorsed AI curricula for grade school education and their design， content and implementation. This report is intended to inform the creation of supportive tools and frameworks， with a view to enabling the development of a guiding framework on AI competencies.

AI Literacy： Competencies and Design Considerations

Long and Magerko present a series of competencies and design considerations for AI literacy based on a scoping study of existing research， which sought to determine emerging themes in 1） what AI experts believe a non-technical audience should know， and 2） common perceptions and misconceptions among learners.

The study reveals 17 competencies and 15 design considerations. Competencies are universally at the lower levels of a knowledge taxonomy， largely confined to understanding， describing， and identifying.

The competencies and design considerations proposed by Long and Magerko are outlined in the right Table.

譯文

概述

目前，国际上正在使用各种各样的人工智能技术，人们越来越认识到人工智能在劳动环境中的重要性及其对日常生活的影响。其实，人工智能技术的影响不仅限于劳动力。人工智能对文化、多样性、教育、科学知识、通信和信息有着深远的影响，尤其是在涉及和平、可持续性、两性平等和非洲的特定挑战等方面。

本报告通过分析政府批准的基础教育人工智能课程的全球状况及其设计、内容和实施情况，帮助人们进一步理解K-12教育中的人工智能，特别是目前学生为人工智能时代的生活和工作做准备的方式。本报告旨在为创建支持性工具和框架提供参考，以期能够开发培养人工智能能力的指导框架。

人工智能素养：能力和设计要素

Long和Magerko基于对现有研究的范围界定研究，提出了一系列人工智能素养的能力和设计要素，试图确定以下新兴主题：（1）人工智能专家认为非技术受众应该知道什么，（2）学习者间的共同认知和误解。

研究揭示了17种能力和15种设计要素。能力普遍处于知识分类的较低层次，主要局限于理解、描述和识别。

Long和Magerko提出的能力和设计要素如右表所示。